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From training to teaching: a case study of teachers’ experiences after phonics training in a private Islamic school |
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| รหัสดีโอไอ | |
| Title | From training to teaching: a case study of teachers’ experiences after phonics training in a private Islamic school |
| Creator | Uzma Daraman |
| Contributor | Samoekan Sophonhiranrak, Advisor |
| Publisher | Thammasat University |
| Publication Year | 2568 |
| Keyword | Phonics instruction, Teacher professional development, Teacher training, Transfer of training, Kirkpatrick model, English literacy, Thai EFL context, Jolly phonics |
| Abstract | This study examined teachers’ experiences of a school-based phonics training program and explored the factors that facilitated or hindered the transfer of training into classroom practice in a private school in Southern Thailand. Using a mixed-methods case study design, data were collected from four English teachers through a post-training questionnaire, classroom observations, and semi-structured interviews. Interviews were also conducted with three school leaders to provide institutional perspectives on phonics implementation. Quantitative data were analyzed descriptively using means and standard deviations, while qualitative data from observations and interviews were analyzed thematically.The findings showed that teachers generally viewed the phonics training positively and reported increased confidence and knowledge in phonics instruction, particularly in teaching letter–sound correspondence, blending, and segmenting. Classroom observations and interview findings further revealed that the transfer of training into classroom practice was evident, but implementation varied across teachers and instructional contexts. While core phonics practices were visible in classrooms, implementation was selective rather than comprehensive. Factors influencing training transfer included teaching responsibilities, student readiness, time constraints, class size, curriculum demands, and institutional support. Overall, the study highlights that effective teacher training alone is not sufficient to ensure consistent classroom implementation, and that the extent and consistency of transfer depends on both classroom realities and broader organizational conditions. |
